Teaching and Lesson Design from Primary and Secondary Teachers’ Perspective

The variety of didactic methods and approaches to teaching, which can stimulate and unlock learning potential, is recognised as influence of pluralist teaching. Pluralism in teaching is determined by various methods which can improve the quality of learning and make teaching more active, interesting, of high-quality and complete. The authors of this paper wanted to examine which teaching strategies are employed by primary and secondary school teachers. Furthermore, they alsoinvestigated to what extent teaching really is pluralistic, i.e. whether teachers use multiple sources of knowledge and teaching aids in their classrooms. The results show that problem and programmed teaching, topic-based and integrative teaching, project, computer-assisted teaching and field work are least frequently used in everyday lessons. Motivation, creativity and educational influences are significantly in decline, not only in secondary but also in higher classes of primary school. According to teachers' assessments, multiple-source and pluralistic teaching approaches are only sometimes used. Research and development of learning and teaching methods are considered to be an important component of a modern school, which aims to direct learning towards students and their needs. In conclusion the authors point out the need for greater freedom of choice and decision making for teachers.